Expert Teaching MA

Distance learning programme

The MA Expert Teaching immerses teachers in cutting edge research. Situated in the Centre for Teachers and Teaching Research (CTTR), the course focuses on enhancing the capacities of expert professionals who can impact on inequalities. This is achieved through critical engagement with understandings of expertise and agency, and the development of authentic research to make a real difference.

UK students International students
Study mode
Flexible
UK tuition fees (2022/23)
£10,800
Programme only available on a modular (flexible) basis.
Overseas tuition fees (2022/23)
£26,600
Programme only available on a modular (flexible) basis.
Duration
Not applicable
5 calendar years
Programme starts
September 2022
Applications accepted
All applicants: 18 Oct 2021 – 31 Mar 2022

Applications open

Entry requirements

A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard. A minimum of three years teaching experience in a school or college is required. Applicants should be current practitioners or have practiced within the last three years at the time of application. Applicants are usually required to have Qualified Teacher Status, or the equivalent qualification for overseas students. It is possible that a small minority of applicants will be able to demonstrate the below without a formal qualification/license to teach.

English language requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.

The English language level for this programme is: Good

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level. International Preparation Courses

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

Students will learn what research says about the nature of expertise, professionalism, agency and teacher knowledge, as well as how to address social, economic and environmental inequalities. Students engage with current research in CTTR as a way of developing their own projects, becoming an important part of the research community and showcasing their own research and impact.

Who this course is for

This programme is designed for current and former practitioners with a strong interest in improving education/practice through research and engagement in teacher agency and the use of research to enhance it.

What this course will give you

This programme focuses on developing students' understandings of how teachers have professional agency in addressing the challenges of education and beyond. They will develop the powerful professional knowledge to be an outstanding practitioner in a particular area of expertise. Through personalised support, that professional knowledge will make teachers experts in their own contexts and afford them the capacity to change things for the better.

The foundation of your career

Graduates will have acquired a range of skills including the ability to design, conduct and present research, as part of a team and independently. They will have a range of theoretical and empirical resources to draw upon, and be competent at drawing upon them. Graduates will have the skills necessary for active involvement in improving education through research and engagement. 

Employability

Graduates will have acquired a range of skills including the ability to design, conduct and present research, as part of a team and independently. They will have a range of theoretical and empirical resources to draw upon, and be competent at drawing upon them. Graduates will have the skills necessary for active involvement in improving education, and addressing inequalities, through research and engagement.

Teaching and learning

Students will learn in a range of ways, such as flipped classroom, seminars, group work, role-play, presentations, and collaborative research. Students are assessed through blogs, reflective accounts, group projects and the creation of educational artefacts for a range of audiences.  

Contact hours vary for each module. On average, between 60% - 70% of students' time is spent in contact with teaching staff and/or with each other, online or face-to-face. The remaining time is spent on independent study, including assessment.

Modules

Part-time

Students take three modules, each lasting for one year. The majority of the teaching, learning and assessment will be online and can be be engaged with as students see fit within their week. There will be regular online tutorials to support this. There will also be three live learning events during the year (one each term) which can be engaged with as face-to-face days or online.

Module information:

Teaching expertise and communicating knowledge

 

This module seeks to develop the agency of educators through critical engagement with what it means to have expertise and knowledge. We will draw on literature and cutting-edge research to understand how teachers can have a positive impact on their own lives, that of their pupils and the world around them. We will engage with the relationship between teaching and learning, as well as providing participants with the skills they need to adapt and adopt research to impact upon their own settings. This module lays the foundations for both engaging critically with research and knowing how to conduct it, with attention to what is right for each context. This includes an understanding of ethical considerations, methodology and how research relates to teacher professionalism.   

Putting powerful professional knowledge into practice

 

This module transforms educationalists into researchers, whilst drawing on their professional knowledge and expertise to make meaningful change in their own contexts.

The module begins with students working in small teams on two cycles of small-scale practice-orientated change. The first cycle is a researcher-led project focussed on a problem identified by the field (phase/subject/theme specific). This cycle will be led by an appropriate specialist tutor. In the second cycle, the group identify the problem to be addressed, and work together to consider the project scale and scope. In the second cycle, the specialist researcher takes on a more facilitation/advisory role, allowing the team to guide the project.

Following the two smaller scale projects, students will contribute to a larger scale research project relevant to their expertise. Students will have signed up for a range of research projects, drawing on the wealth of research going on at UCL Institute of Education. These may be part of an ongoing research programme, or a discrete pilot project for the purposes of this programme. Through drawing on the range of research and specialist resources, and working with a team, students will contribute to a research project. They will be guided through this project by a Principal Investigator.

Individual capstone research project & showcase portfolio

Focussed on a research issue that inspires them, each student will propose, plan, conduct and evaluate their own research project. Students will each have a research supervisor to advise them on the planning, execution and evaluation of the research. Students will be expected to take the research through all the necessary stages: from proposal through to report and will complete with a range of research outputs for audiences relevant to their current and future contexts.

Each student will be supported by both a research supervisor and by a small group of fellow students. Student groups will act as collaborative support groups, offering peer feedback on proposals, designs, discussions and conclusions. At least some of the data for each independent project will be analysed by multiple coders (that is, the support group). There will be fixed deadline for all the research outputs but students will manage their own progress towards the final deadline.

During the final year on the programme, and alongside their individual research project, each student will create an online showcase portfolio, which will be disseminated through the Centre for Teachers and Teaching Research. They will build upon and refine elements of previously submitted work, as appropriate for the culmination of the programme.

 

Flexible

Although each module lasts for one year, students can take up to five years to complete all three.

Module information:

Teaching expertise and communicating knowledge

 

This module seeks to develop the agency of educators through critical engagement with what it means to have expertise and knowledge. We will draw on literature and cutting-edge research to understand how teachers can have a positive impact on their own lives, that of their pupils and the world around them. We will engage with the relationship between teaching and learning, as well as providing participants with the skills they need to adapt and adopt research to impact upon their own settings. This module lays the foundations for both engaging critically with research and knowing how to conduct it, with attention to what is right for each context. This includes an understanding of ethical considerations, methodology and how research relates to teacher professionalism.   

Putting powerful professional knowledge into practice

This module transforms educationalists into researchers, whilst drawing on their professional knowledge and expertise to make meaningful change in their own contexts.

The module begins with students working in small teams on two cycles of small-scale practice-orientated change. The first cycle is a researcher-led project focussed on a problem identified by the field (phase/subject/theme specific). This cycle will be led by an appropriate specialist tutor. In the second cycle, the group identify the problem to be addressed, and work together to consider the project scale and scope. In the second cycle, the specialist researcher takes on a more facilitation/advisory role, allowing the team to guide the project.

Following the two smaller scale projects, students will contribute to a larger scale research project relevant to their expertise. Students will have signed up for a range of research projects, drawing on the wealth of research going on at UCL Institute of Education. These may be part of an ongoing research programme, or a discrete pilot project for the purposes of this programme. Through drawing on the range of research and specialist resources, and working with a team, students will contribute to a research project. They will be guided through this project by a Principal Investigator.

 

Individual capstone research project & showcase portfolio

Focussed on a research issue that inspires them, each student will propose, plan, conduct and evaluate their own research project. Students will each have a research supervisor to advise them on the planning, execution and evaluation of the research. Students will be expected to take the research through all the necessary stages: from proposal through to report and will complete with a range of research outputs for audiences relevant to their current and future contexts.

Each student will be supported by both a research supervisor and by a small group of fellow students. Student groups will act as collaborative support groups, offering peer feedback on proposals, designs, discussions and conclusions. At least some of the data for each independent project will be analysed by multiple coders (that is, the support group). There will be fixed deadline for all the research outputs but students will manage their own progress towards the final deadline.

During the final year on the programme, and alongside their individual research project, each student will create an online showcase portfolio, which will be disseminated through the Centre for Teachers and Teaching Research. They will build upon and refine elements of previously submitted work, as appropriate for the culmination of the programme.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability is subject to change.

Students undertake three compulsory 60 credit modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Expert Teaching.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk. Further information can also be obtained from the UCL Student Support & Wellbeing team.

Online - Open day

Graduate Open Events: IOE, UCL's Faculty of Education and Society Virtual Event series

Find out more about our wide range of programmes in education, social science and social policy and psychology and human development at our graduate open series running from 31 January to 10 February 2022. The events will include the opportunity to meet the programme teams, learn more about our programmes and ask any questions you have about studying at IOE.

Fees and funding

Fees for this course

UK students International students
Fee description Full-time
Tuition fees (2022/23) £10,800
Tuition fees (2022/23) £26,600

Programme only available on a modular (flexible) basis.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees.

Additional costs

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs.

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Next steps

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees.

Applicants are expected to demonstrate that their reasons for applying to this programme match the programme's aims and objectives. Specifically, this programme is designed for current and former practitioners with a strong interest in improving education/practice through research and engagement in powerful professional knowledge. Applicants should only consider the programme if they have practitioner experience and have a strong desire to be an outstanding practitioner and/or to make a significant contribution to the education of young people (such as through social enterprise initiatives, or through engaging with policy).

When we assess students' applications we would like to learn:  

  • why they want to undertake the MA Expert Teaching
  • why they want to undertake the MA Expert Teaching at UCL
  • how their academic and professional background meets the demands of this challenging programme
  • how they will use their degree once graduating.

If you choose to upload your personal statement as an attachment then please note that, in general, there is no fixed word limit, however, we would expect your statement to be typed and no longer than two sides of A4 paper.

Applicants are expected to demonstrate that their reasons for applying match the programme's aims and objectives. Applicants should only consider the programme if they have practitioner experience and have a strong desire to be an outstanding practitioner and/or to make a significant contribution to the education of young people (such as through social enterprise initiatives, or through engaging with policy).

Please note that you may submit applications for a maximum of two graduate programmes in any application cycle.

We recommend that you submit your application as soon as possible. The programme may remain open if places are still available after 31 March 2022 and will be closed as soon as it is full or by 30 June 2022.

UCL is regulated by the Office for Students.

This page was last updated 28 Sep 2021